2015 CAP Congress / Congrès de l'ACP 2015

Session

W2-8 Labs and/or undergraduate research experiences (DPE) / Expériences de recherche en laboratoire et/ou au premier cycle (DEP)

W2-8

17 Jun 2015, 13:45

University of Alberta

Conveners

W2-8 Labs and/or undergraduate research experiences (DPE) / Expériences de recherche en laboratoire et/ou au premier cycle (DEP)

• Daria Ahrensmeier (Simon Fraser University)

537. A New format for Reporting in a First Year Physics Laboratory

Dr Marzena Kastyak-Ibrahim (University of Manitoba)

17/06/2015, 13:45

Physics Education / Enseignement de la physique (DPE-DEP)

Oral (Non-Student) / orale (non-étudiant)

A new approach for the preparation and submission of laboratory reports for a first year Physics course has been developed at the University of Manitoba. Students are able to complete the data collection and analysis as well as the preparation and submission of the lab report during the three hour lab period. The students are provided with a template prepared in Microsoft Excel to help analyze...

616. Paperless physics laboratory course using the Blackboard resources.

Natalia Krasnopolskaia (University of Toronto)

17/06/2015, 14:00

Physics Education / Enseignement de la physique (DPE-DEP)

Oral (Non-Student) / orale (non-étudiant)

Creating a paperless laboratory course does not only mean "going green" involving a friendly attitude to environment, but gives a lot of new opportunities in achieving additional learning outcomes. Among the other important advantages of the paperless course are reducing the lab report preparation time for students and optimizing the grading process for TAs/Lab Demonstrators. The paperless...

628. **WITHDRAWN** Upper Level Undergraduate Physics Laboratories Competencies

Dr Tetyana Antimirova (Ryerson University)

17/06/2015, 14:15

Physics Education / Enseignement de la physique (DPE-DEP)

Oral (Non-Student) / orale (non-étudiant)

The undergraduate laboratory is an integral part of the physics curriculum because of the experimental nature physics as a discipline. The importance of the laboratory component in physics education cannot be overemphasized. Considerable efforts were made and resources invested in revitalizing the introductory undergraduate laboratories and integrating these experiences...

742. The University of Calgary Instructor of Record mentorship program: helping graduate students make the transition to becoming effective instructors

Michael Wieser (University of Calgary)

17/06/2015, 14:30

Physics Education / Enseignement de la physique (DPE-DEP)

Oral (Non-Student) / orale (non-étudiant)

For most graduate students, the only exposure to undergraduate teaching comes from interacting with students in a junior teaching laboratory or tutorial, or perhaps giving an individual lecture to cover the absence of a faculty member. When graduate students eventually become instructors, they are given the challenging task of teaching a lecture section without much experience and with...

825. Making Comparisons - A Strategy for Teaching Scientific Reasoning in a First Year Lab

Prof. D.A. Bonn (University of British Columbia)

17/06/2015, 14:45

Physics Education / Enseignement de la physique (DPE-DEP)

Oral (Non-Student) / orale (non-étudiant)

Recent work on first year labs at UBC have focussed on teaching students widely-applicable data handling skills: especially, understanding uncertainty, statistical tools, and graphical techniques. In the past year we have also targeted students' critical thinking, with a relatively simple framework that asks students to make quantitative comparisons, reflect on those comparisons, and...

856. Off with the training wheels: Student centered approach to lab work.

Mr Benoit Blanchet (Cégep de Rivière-du-Loup)

17/06/2015, 15:00

Physics Education / Enseignement de la physique (DPE-DEP)

Oral (Non-Student) / orale (non-étudiant)

Do you remember those labs in college when you just followed your teacher's instructions? You probably barely do right? In order to increase students' involvement in the scientific process (and to increase motivation), I tried a different approach. I trained them to become autonomous researchers. At first, I gave them detailed instructions and complete theoretical framework. Then...